This course covers the controversial topic of allowing the oral intake of water for people with dysphagia. Participants will review research evidence regarding this intervention along with evidence from a water protocol implementation project in a rehabilitation setting. You will also learn how to work with an interdisciplinary team to safely implement a water protocol intervention.

Language and Literacy in Elementary Schools, our new online conference, will give you takeaway strategies that will enhance and improve your clinical and professional practice, so you can face the challenges of federal and state initiatives while helping the kids you work with reach language and literacy goals.

Picture books and interactive apps can be invaluable tools for planning intervention activities that are engaging and relevant to classroom content. Picture books have a long history of support as a treatment tool; clinicians can select fun, humorous picture books that include relevant classroom or social contexts, discourse structures, critical sentence structures, and vocabulary to engage students across grade levels. The broad world of apps can be viewed through the lens of potential contextual pairings and features that can be applied to intervention. This webinar will present exemplary pairings of books and apps as well as describe strategies to use with your existing book and app library.

Kids with poor social communication skills have trouble interacting with others—which affects their relationships, ability to develop friends, and their performance at school.
Our new online conference, Social Communication: Development, Assessment, and Intervention for Preschoolers Through Adolescents, is designed to give you apply-today tools to assess and treat these kids.

This course will introduce SLPs to the concept of gamification—adding gamelike elements to encourage participation—using popular tablet gaming apps, with the goal of improving children's active participation in therapeutic activities for problem solving, speech and language, interactive play, pragmatics, executive function, and behavior modification. The apps and gamification activities we will discuss are targeted to preschoolers through middle-school-age children.

This webinar will address how SLPs can provide effective, efficient in-classroom services at the elementary, middle, and high school levels for students with IEPs and for other students across response to intervention (RTI) tiers. SLPs who have provided in-classroom therapy before as well as those who are considering this service delivery model will learn a variety of options to accommodate intensity of services required and promote generalization of targets. You will also learn how to fit your practice and goals within a school's organizational structure and secure buy-in from teachers and administrators.

Students with a mild traumatic brain injury (TBI) often experience cognitive changes that contribute to persistent negative impacts on attention, memory, processing speed, and other aspects of cognition and language. Because these deficits are subtle and frequently underidentified, they can have a significant impact on students’ return to school. This program will provide SLPs who work in schools or health care settings with an understanding of services that need to be provided for the proper identification and management of these deficits in students with a mild TBI. We will introduce interventions that may be necessary for successful re-entry into the academic setting.

SLPs in the U.S. serve an increasingly diverse population, including many children who are bilingual, and recent research has demonstrated the importance of understanding the linguistic skills of bilingual children in both their languages to avoid misdiagnosis of speech sound disorders. This webinar explores practical strategies for comprehensive assessment of Spanish-English bilingual children in educational settings, including the use of parent surveys, bilingual speech assessment procedures, appropriate use of standardized tests, and the alternative assessment procedures of language sampling and dynamic assessment. This webinar is intended for English-speaking and Spanish-English-speaking SLPs and will include ideas for working with interpreters in assessing bilingual children.

In this webinar, you will learn how the iPad can be used to facilitate AAC for students in school and the community. Discover how to structure communication pages and implement staff training to increase meaningful communication opportunities. The webinar will highlight specific iPad apps as well as accessibility features.

This issue of Perspectives on School-Based Issues explores complex persistent speech sound disorders. A persistent speech sound disorder is present when a speech impairment extends beyond 8-9 years of age. Some children with persistent speech sound disorders may attain age-appropriate speech production skills through therapy but have lingering academic difficulties. This issue explains how language, literacy and cognitive challenges persist beyond remediation of the sounds with implications for continuing treatment and caseload management. This issue also provides information on the features of persistent speech sound disorders and how to assess these children in order to identify the full range and limits of their speech sound system. Research is provided about speech perception in children with persistent speech sound disorders and the clinical ramifications and recommendations for children who have perceptual deficits. It also includes a case study of a 22-year-old man, known as BJ, with normal range Nonverbal and severe PSD, specifically Childhood Apraxia of Speech. Longitudinal data on BJ from 3.3 years to 22 years is presented, alongside BJ’s insights into PSD written using email or his electronic communication device. These two sources of information add to the limited body of information about the course of PSD and the experience of PSD.

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$30.00

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$39.00

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Stuttering is a multifaceted disorder that can have a significant impact on people who stutter, one that extends beyond the actual communication difficulties these individuals encounter. Social, emotional, and psychological issues can accompany stuttering, largely as a result of society’s depictions of and reactions to those who stutter. This journal self-study addresses these non-speech factors that speech-language pathologists often address during treatment, including the stigma associated with stuttering, the impact of stuttering on quality of life, and how the use of safety behaviors may actually inhibit the reduction of issues like anxiety. One article also provides an alternative perspective, suggesting that while some people who stutter may experience some of these psychosocial issues, they may not identify them as personally significant or wish to address them in treatment. While most of the information addresses the adult stuttering population, the concepts presented apply to children as well, and clinicians working with people of all ages who stutter will find clinically relevant information that they can begin to incorporate into their client interactions.

Adults with aphasia present with a wide array of communication challenges, including difficulty with written language. Written language challenges often do not receive as much clinical attention as spoken language difficulties, but they can have a significant impact on daily activities, such as reading the newspaper or restaurant menus, writing notes, and completing forms. This journal self-study explores treatment approaches to improve reading and writing skills in people with aphasia. The articles explore the use of texting to improve spelling ability, the use of direct attention training to address reading comprehension, strategies for targeting phonological deficits to improve oral reading, and the ever-growing concern about the cost effectiveness of aphasia treatments and how best to demonstrate the benefits of these services to payers and others who request justification.

This issue of Perspectives provides affiliates with the latest updates on potential subtypes of muscle tension dysphonia; the risks associated with steroid use in singers; key terminology for the clinician working with the transgender population; the goals of the Voice and Standing Committee of the World Professional Association for Transgender Health; and the importance of cultural competence in serving the lesbian, gay, bisexual, and transgender community. This is an introductory issue of a two-part series focusing specifically on voice and communication services for gender variant individuals.

During early development, gesture use by children can provide insight into what a child thinks and understands about the world during a time in which speech alone may not. This issue of Perspectives addressed gesture’s role in language learning and thinking, providing practical information for speech-language pathologists regarding both language impaired and typically developing populations.

This issue of Perspectives focused on use of the Clinical Swallow Evaluation (CSE). Three expert authors debated if the CSE still has a role in dysphagia assessment. Another author provided practice suggestions to address the variability noted within performing a CSE. An article regarding changes in the healthcare environment with suggestions about improving productivity while achieving patient outcomes was also included.

This issue of Perspectives focuses on issues related to behavior management during treatment sessions. The authors have identified this as an area of need for speech language pathologists. Both authors discuss changing how speech language pathologists view the function of behavior during therapy. They also discuss management of treatment environments, reinforcement schedules, fostering collaboration among members of treatment teams, decreasing negative behaviors, and increasing student outcomes while managing the language underpinnings necessary for therapeutic interventions.

Children with autism spectrum disorders (ASD) frequently require support from speech-language pathologists to develop skills in the areas of language and social skills. This issue of Perspectives addressed evidence-based practice to guide decision-making in the areas of assessment, intervention, and supporting families with children with ASD.

This session provides details about the new ICD-10-CM codes, including a number of ASHA resources to assist audiologists and SLPs in transitioning to ICD-10. The session provides an overview of ICD-10, including why the switch is happening, how to prepare, available resources, and general coding principles. Participants will learn about ASHA’s online mapping tool for searching for new ICD-10 codes and ASHA's curated code lists relevant to hearing and vestibular disorders as well as speech, language, and swallowing disorders.

This webinar will address how SLPs can provide effective, efficient in-classroom services at the elementary, middle, and high school levels for students with IEPs and for other students across response to intervention (RTI) tiers. SLPs who have provided in-classroom therapy before as well as those who are considering this service delivery model will learn a variety of options to accommodate intensity of services required and promote generalization of targets. You will also learn how to fit your practice and goals within a school's organizational structure and secure buy-in from teachers and administrators.

On Demand Webinar

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$99.00

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$129.00

On Demand Webinar (Group)

Dysarthria is a complex speech disorder that accompanies many neurologic conditions. Accurate differential diagnosis of dysarthria can help inform the medical diagnosis. Assessment findings also can direct management strategies, including goal setting and treatment approaches, which vary according to the nature and severity of the underlying impairment, the impact on speech production and communicative effectiveness, and the communication participation needs of the individual with dysarthria.
Our new eWorkshops present effective and efficient examples and strategies for assessing and treating dysarthria in adults.

This journal self-study explores the prelinguistic skills underlying speech and language development and the impact early delays may have on later communication proficiency. The articles in the self-study explain clinical indicators to help identify those children who are at risk for delays.

This issue of Perspectives covered: (a) background on the United States’ Arab population, linguistic features of Arabic, and implications for language interaction in the perception and production patterns of Levantine Arabic speakers, (b) phonological and syntactic structures of Persian and cross-linguistic interactions for second language speakers, and (c) information about the Turkish language and considerations for clinicians working with Turkish clients.

Picture books and interactive apps can be invaluable tools for planning intervention activities that are engaging and relevant to classroom content. Picture books have a long history of support as a treatment tool; clinicians can select fun, humorous picture books that include relevant classroom or social contexts, discourse structures, critical sentence structures, and vocabulary to engage students across grade levels. The broad world of apps can be viewed through the lens of potential contextual pairings and features that can be applied to intervention. This webinar will present exemplary pairings of books and apps as well as describe strategies to use with your existing book and app library.

Children with language disorders frequently require support from speech- language pathologists to develop skills in the area of grammar. This issue of Perspectives addressed evidence-based practice for assessing and providing intervention strategies to support children’s syntactic and morphological skills.

This course will introduce SLPs to the concept of gamification—adding gamelike elements to encourage participation—using popular tablet gaming apps, with the goal of improving children's active participation in therapeutic activities for problem solving, speech and language, interactive play, pragmatics, executive function, and behavior modification. The apps and gamification activities we will discuss are targeted to preschoolers through middle-school-age children.

In this webinar, you will learn how the iPad can be used to facilitate AAC for students in school and the community. Discover how to structure communication pages and implement staff training to increase meaningful communication opportunities. The webinar will highlight specific iPad apps as well as accessibility features.

Many SLPs use mobile apps as effective and engaging intervention tools to meet a variety of treatment targets. In this program, we’ll use real-world scenarios to demonstrate how to design app-based activities to address the language and literacy expectations of the Common Core State Standards.

SLPs in the U.S. serve an increasingly diverse population, including many children who are bilingual, and recent research has demonstrated the importance of understanding the linguistic skills of bilingual children in both their languages to avoid misdiagnosis of speech sound disorders. This webinar explores practical strategies for comprehensive assessment of Spanish-English bilingual children in educational settings, including the use of parent surveys, bilingual speech assessment procedures, appropriate use of standardized tests, and the alternative assessment procedures of language sampling and dynamic assessment. This webinar is intended for English-speaking and Spanish-English-speaking SLPs and will include ideas for working with interpreters in assessing bilingual children.

This issue of Perspectives on Augmentative and Alternative Communication (AAC) focuses primarily on AAC and early communication. The selection of papers provides the readers with information on the early differences in pre-intentional communication patterns, the importance of speech-language pathologists in the development of intentional and symbolic forms of communication, strategies for using simple AAC technologies to support communication, and the importance of the development of literacy skills along with the effective use of AAC.

This issue addresses how speech-language pathologists can integrate the Common Core State Standards into their therapy. It also defines executive functioning challenges, explains how they are often a part of autism spectrum disorder and other neurological conditions, how they interfere with academic and social success, and contains suggestions for evaluating and managing executive functioning deficits in the school setting.

This issue of Perspectives first presents the results of a large-scale, jointly developed survey examining the types of evaluation tools used to measure oral reading fluency, as well as accommodations children who stutter may receive during oral reading fluency testing. The next article presents an investigation concerning the relationship of bullying to self-esteem and anxiety in children and teenagers who stutter. The final article discusses how successful coping strategies benefit overall quality of life in adults who stutter.

Students with a mild traumatic brain injury (TBI) often experience cognitive changes that contribute to persistent negative impacts on attention, memory, processing speed, and other aspects of cognition and language. Because these deficits are subtle and frequently underidentified, they can have a significant impact on students’ return to school. This program will provide SLPs who work in schools or health care settings with an understanding of services that need to be provided for the proper identification and management of these deficits in students with a mild TBI. We will introduce interventions that may be necessary for successful re-entry into the academic setting.

This issue included articles about the genesis of early intervention services for feeding and swallowing disorders, an update regarding services for dysphagia in the schools, nutritional considerations to prevent malnutrition in the patient with dysphagia, information supporting the use of standardized terminology in the area of swallowing disorders, and an article concerning the goals of hospice care and the role of the social worker within the team.

Assessing the effectiveness of school-based personnel is a critical issue in school practice, and many states and school districts are implementing value-added assessments (VAA) for teachers, using the results of students’ scores on high-stakes testing. Meanwhile, ASHA has developed an alternative for SLPs—the Performance Assessment of Contributions and Effectiveness of SLPs (PACE). This self-study course focuses on the comparison between VAA and PACE, the tools and resources in PACE for assessment of SLPs, as well as advocacy strategies for encouraging administrators to adopt PACE.

Speech-language pathologists are uniquely positioned to help teachers implement the Common Core State Standards (CCSS) for English Language Arts. Working together, SLPs and teachers can design appropriate curriculum and functional goals and use various teaching and service delivery opportunities to help students reach their goals. In this course, taught by SLPs and teachers, participants will learn how to use multi-tiered support systems to work with students who struggle with acquisition of CCSS; create activities that will help students achieve the CCSS ; and ensure that instruction and intervention strategies are matched with communication needs, curriculum expectations, and classroom demands.

The number of children diagnosed with autism spectrum disorder has been on the rise for many years, and SLPs are increasingly providing services to these children across settings, particularly in schools. The articles in this journal self-study address treatment options for a range of school-age children with autism spectrum disorder, from those who are nonverbal or have other severe impairments to those who are verbal and higher-functioning.

This issue of Perspectives addresses a variety of topics in the area of primary progressive aphasia (PPA). Topics covered include primary progressive aphasia subtypes, right temporal variant of PPA, neuroimaging in PPA, neuropsychological assessment in PPA, and lexical treatments for PPA.

The reimbursement landscape for SLP services continues to change, as the trend moves toward payment models that focus on outcomes rather than quantity of services rendered. This program will help SLPs stay current on changes that affect coding and billing. Participants will receive the latest coding and reimbursement updates to Current Procedural Terminology (CPT codes) and rules concerning their use, as well as changes to the 2015 Medicare Physician Fee Schedule as they relate to speech-language pathology, and tips on preparing for the International Classification of Diseases, 10th revision (ICD-10). Health care payment systems, such as Medicare Part A, Medicare Part B, Medicaid, and private health insurance, may differ among practice settings (e.g., acute care, skilled nursing care, outpatient). We will define and differentiate these payment systems and answer participants’ questions.

This issue of Perspectives provides affiliates with the latest updates on the use of an integrated implicit-explicit learning approach to voice therapy; the use of twang technique in voice therapy; the treatment of intubation-related dysphonia following preterm birth; and the establishment of an extended voice team network in the community. This issue is the second of a two-part series focusing specifically on effective therapy and monitoring practices across a wide range of voice disorders.

This issue includes papers addressing techniques for speech therapy in children with cleft-palate related speech issues. The papers describe application of motor learning theory to treatment of compensatory misarticulation, a case study in the use of CPAP therapy for hypernasality, and use of music therapy for articulation treatment in children with cleft palate

This issue of Perspectives focused on the International Cluttering Association (ICA) represented by twelve different countries, fluency courses at the ELTE University in Budapest, Hungary, a variety of treatment approaches for cluttering therapy, cluttering treatment and assessment in Poland, international volunteerism and sustainability, and the collaboration between ASHA and PAHO/WHO.

Telepractice has the potential to connect individuals with communication disorders to specialists who can address their unique needs. This issue of Perspectives on Telepractice focused on augmentative and alternative communication (AAC) and ways that telepractice can be used to provide assessment, intervention, and consultative services to AAC users and their families. The featured authors explored a variety of topics, including the assessment of communication skills in minimally-verbal individuals with autism spectrum disorders, perspectives on the use of telepractice to support families of individuals in the use of a new speech generating device, and a comparison of on-site and telepractice language intervention with an AAC user.

This session will discuss the effects of poverty on low-socioeconomic-status (SES) children and investigate whether academic underachievement is caused by language impairment, environmental factors, or a combination of both. In order to differentiate language impairment from language difference based on environmental factors, participants will learn how to get away from knowledge-based testing and conduct dynamic assessment of information processing skills. We will address the issue of building oral and literate vocabulary skills in low-SES children and discuss how to build executive functioning skills as well. Increasing academic achievement and helping students in poverty meet new Common Core State Standards in language will be emphasized.

DVD and Manual

Member:

$135.00

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$176.00

Streaming Video

Using videos and case studies, this session will demonstrate how to identify, assess, and document appropriate treatment goals, strategies, and outcomes for adults with dysarthria. The session will use the World Health Organization’s International Classification of Functioning, Disability, and Health classification system to evaluate clinical treatment approaches—including motor learning concepts—that address impairments of function, communication activity, and participation.

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$59.00

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Using videos and case studies, this session will explore clinical methods for using physical and behavioral observations to evaluate adults for dysarthria. Accurate differential diagnosis of dysarthria can help clinicians diagnose neurological conditions and aid speech-language pathologists and patients in managing these conditions.

This issue included articles reporting on the relationship between the respiratory system and deglutition, two articles summarizing current research regarding long-standing beliefs that a tracheostomy tube has a direct negative impact on swallowing function, current surgical techniques for addressing aspiration, and esophageal phase dysphagia and a final article outlining treatment considerations for patients with cerebral palsy.

This issue of Perspectives includes research on medical aspects of practice for adults from CLD backgrounds. The following will be covered: (a) ethnogeriatrics and its application to Speech-Language Pathology, (b) access to services for patients with aphasia, and (c) differences in tube feeding decision making.

This course provides SLPs with a framework to aid them in planning appropriate, contextually valid, and evidence-based interventions for the growing population of children with autism spectrum disorders. Using two case examples, the course presents an array of strategies for selecting learning priorities and targets that truly make a functional difference in a child’s life. We also discuss connections to school standards and how to modify strategies for children of various ages. The course also includes a brief discussion of new and old diagnostic systems and their possible impact on practice.

This session will examine how SLPs can better manage children with highly unintelligible speech who are making very slow progress. This presentation will provide a framework for evaluating and enhancing optimal phonological patterns.

This course covers the controversial topic of allowing the oral intake of water for people with dysphagia. Participants will review research evidence regarding this intervention along with evidence from a water protocol implementation project in a rehabilitation setting. You will also learn how to work with an interdisciplinary team to safely implement a water protocol intervention.

This program includes three recordings that discuss an array of assessment and intervention strategies and service delivery models for addressing social communication challenges of students with autism spectrum disorders. The course describes specific assessment ideas and instruments, and provides examples of treatment goals that functionally address social communication. The program also explains the need for understanding and applying the DSM-5 criteria and the common core standards to the assessment and intervention of social communication in children with ASD. These recordings originally appeared in the 2014 online conference “Autism: Supporting Social Cognition in Schools.”

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$79.00

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Working with children with autism spectrum disorders can be challenging. Get the tools to assess the social cognition of this population while learning intervention strategies that support participation in the educational arena.

This program includes three recordings that discuss interventions to improve engagement and communication development of children with autism spectrum disorders. The course reviews tools to assess student engagement as well as key strategies to improve their engagement in the classroom and at home. Strategies for improving engagement with play, joint attention, and parent-child interactions are discussed at length. These recordings originally appeared in the 2014 online conference “Autism: Supporting Social Cognition in Schools.”

This program includes four recordings that highlight different scenarios for addressing social cognition and social communication in students with autism spectrum disorders (ASD). The course includes discussion of two distinct intervention frameworks: story-based (e.g., social stories and comic strip conversations) and applied behavioral analysis (ABA)-based interventions. Participants will also learn strategies to support social connections in the classroom for students with ASD who are using AAC systems. Additionally, practitioners will learn how to create opportunities for students to learn in natural contexts to encourage generalization of communication skills. These recordings originally appeared in the 2014 online conference “Autism: Supporting Social Cognition in Schools.”

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$109.00

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When working with patients who have Parkinson's or other neurodegenerative diseases, you're faced with a myriad of symptoms, each of which is clinically important. Get the know-how to help you understand the implications for prognosis and treatment and identify the best outcome measurements to use with your clients.

This issue of Perspectives focuses on nontraditional therapy approaches for aphasia.
Specific topics include utilizing aphasia group therapy using trained volunteers,
describing an individual treatment approach that demonstrates generalization, and
facilitating life participation in individuals with aphasia.

Many SLPs are playing an increasing role in addressing literacy skills and often work as part of a team in schools to improve students’ reading and writing. This journal self-study adds to the knowledge base of SLPs working on literacy. Five articles address how literacy progresses over time in both typically developing children and those with speech and language disorders. SLPs who work with school-age children in or outside of schools will come away with an increased understanding of the role of linguistic awareness skills—such as phonological, morphological, and orthographic awareness—on reading and writing development, as well as the importance of vocabulary and overall language development. Each article provides recommendations for clinical practice that SLPs can consider as they continue to expand their literacy instruction.

This issue of Perspectives addresses strategies to help SLPs identify and treat children with written language disorders. Topics include early development of writing skills in children with language disorders, the complexities involved in accurately identifying children with dyslexia, the important role of handwriting in academic performance for children with language disorders, and strategies to improve expository writing in children with dyslexia.

This issue of Perspectives includes an invited paper by the 2013 Zemlin Memorial lecturer on the history of models of speech perception and production, and how the methodology of modeling has contributed to our knowledge of how sound is generated by the speaker and then perceived by the listener.

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$15.00

Nonmember:

$20.00

SIG 05 Affiliate:

Assessing and treating children with selective mutism can be challenging due to the nature of the disorder. Children with selective mutism are frequently difficult to assess because of their lack of verbal expression. Unlike some children on the autism spectrum, children with selective mutism are verbal in comfortable environments. SLPs can find it challenging to identify children with selective mutism as needing in-school support services. Likewise, one of the greatest challenges in treating children with selective mutism is the complexity of their profile. There is also limited research on the efficacy of various intervention models.
Our new eWorkshops present examples and strategies for assessing and treating children with selective mutism.

The roles and responsibilities of SLPs are expanding—both in the delivery of direct services and in managing service delivery. SLP assistants can perform tasks as prescribed, directed, and supervised by SLPs to help increase availability, frequency, and efficiency of services. This eWorkshop explores the knowledge and skills required for both SLPs and SLP assistants to work together to create the best client experience. The course will review ASHA guidance on the role of SLP assistants as well as discuss several models of successful integration of SLP assistants, with tips and tools to facilitate communication and supervision excellence.

Accurate and consistent measurement during the assessment and treatment of feeding and swallowing disorders is necessary to ensure that clinical decisions best meet patient needs. This journal self-study presents five articles that describe recent research related to the measurement of eating and swallowing behaviors and tools. For those interested in pediatrics, this product addresses the development of a tool to more accurately assess pediatric behavioral feeding issues as well as a description of how chewing develops in young children. For those working with adults, this self-study includes a tutorial on the use of surface electromyography (sEMG) to assess and treat swallowing disorders as well as research on how the perceived taste of a bolus influences swallowing behaviors. A fifth article discusses how the line spread test can be used as a visual tool to quickly and more accurately determine liquid thickness.

At the beginning of 2014, SLPs experienced significant changes in Current Procedural Terminology (CPT) coding when our old evaluation procedure code CPT 92506 was replaced with four new speech-language pathology evaluation procedure codes. This webinar will address some of the most common questions about the new codes, including: Why is there no language-only evaluation procedure code, and what may I code instead of CPT 92506? What are options for coding a cognitive evaluation? May I combine SLP evaluation procedures on the same day? We will present common coding scenarios and answer questions from webinar participants.

This issue of Perspectives focuses on a study of adults with aphasia in South Africa, Communication Cottages for individuals with aphasia in Finland, speech and language services for individuals with a neurogenic communication disorder in South Korea, and clinical and research issues for professionals working with individuals diagnosed with aphasia in India.

This issue of Perspectives focuses primarily on AAC assessments from a variety of perspectives, ranging from assessment for apps to assessing language development in people who use AAC. The selection of papers provides the readers with information on analysis of AAC assessment in school-age children, application of assessment strategies to evaluation of language development of individuals using AAC, the role of an occupational therapist in the AAC assessment process, and the assessment of AAC within long-term acute care medical facilities.

In this issue of Perspectives, Mary Casper leads clinicians through the maze of billing, documentation, and health care reimbursement models for dysphagia services in long-term care. Nancy Swigert directs attention to changes in health care models by presenting the practical need for clinicians to recognize the transition of reimbursement for skilled services moving to reimbursement based upon optimal patient outcomes. Paula Leslie, Nancy Rourke, and Tamara Sacks provide historical and philosophical underpinnings that underscore the role of ethics in medical intervention. And James Coyle touches on ethical considerations in dysphagia and prolonged tracheal intubation.

This issue of Perspectives discusses how multiple memory systems—including declarative, working memory, and nondeclarative—support language processing and communication. In addition, nondeclarative memory has been shown to support motor skill learning. This issue also addresses the neurobiology of memory systems as it relates to language and motor skill learning.

This issue of Perspectives includes the latest updates on the treatment of severe muscle tension dysphonia; behavioral management of paradoxical vocal fold motion; the use of semi-occluded vocal tract exercises in voice therapy; a comparison of commercially available devices for ambulatory monitoring of voice; the establishment of healthy chest register in young singers; the use of singing as a therapeutic modality within the context of voice therapy; and the protocol for an intensive voice therapy program instituted in Brazil. This issue is part of a two-part series focusing specifically on effective treatment and monitoring practices across a wide range of voice disorders.

This program focuses on core principles and procedures that guide valid language assessments with developing bilingual children aged 3-12. Developing bilinguals are operationally defined within the U.S. as children who have consistent experiences with languages other than, or in addition to, English.

This program includes two recordings that explore how effective interprofessional teaming can lead to a client’s success. Participants will focus on practical strategies for team creation, communication, and problem solving as part of a team supporting people with severe disabilities and complex communication needs. The program also includes extensive examination and discussion of a sample case study. Speakers include practitioners across professions, including speech-language pathology, physical therapy, special education, and occupational therapy, as well as a parent. These recordings originally appeared in the June 2014 online conference "Improving Communication of People With Severe Disabilities: Interprofessional Strategies."

This program includes five recordings that cover frameworks and their clinical applications to assist SLPs in evaluating and managing speaking and swallowing problems that affect individuals with neurodegenerative disorders. The course presents methods—including the International Classification of Functioning, Disability and Health (ICF) conceptual framework—for defining and grouping neurodegenerative disorders. It also discusses the speech- and swallowing-related signs and features of various disorders to help SLPs maximize patient outcomes. The course also reviews the Medicare documentation rules, functional outcome reporting requirements, and the appeals process related to SLPs treating patients with chronic and neurodegenerative conditions. These recordings originally appeared in the 2014 online conference “Neurodegenerative Disorders: Maximizing Patient Outcomes.”

This program includes four recordings that focus on how to best evaluate and intervene to meet the changing needs of individuals with neurodegenerative disorders. Two recordings provide a framework for assessment of swallowing—including the clinical swallowing examination—and discuss the evidence base for various interventions. The course also includes a session that introduces nutrition guidelines, assessments, and ways to identify the barriers to optimal nutrition status throughout disease progression. One additional session addresses psychosocial issues and practical, evidence-based counseling strategies within the SLP’s scope of practice. These four recordings originally appeared in the 2014 online conference “Neurodegenerative Disorders: Maximizing Patient Outcomes.”

This program includes four recordings that focus on managing speech and voice disorders in individuals with neurodegenerative and other neuromotor diseases. The course presents tools for evaluating speech and voice disorders, highlighting specific neurodegenerative conditions and the most common speech and voice disorders associated with each. It includes an overview of orofacial and prosodic impairments that can contribute to articulation and intelligibility problems and addresses common functional treatment paradigms for improving intelligibility. The course also examines transitions from natural speech to augmented communication for individuals with neurodegenerative conditions who have speech and voice disorders. The program includes discussion of evidence-based treatment techniques as well as related areas of research that can be translated to clinical practice. These recordings originally appeared in the 2014 online conference “Neurodegenerative Disorders: Maximizing Patient Outcomes.”

This program includes two recordings that lay out the challenges that interprofessional teams face when helping individuals with severe disabilities develop communication and literacy skills. The presenters propose solutions and practical strategies to combat these challenges. Participants will learn strategies for promoting the development of nonsymbolic communication skills, with the target of bridging learners' skills to intentional, symbolic communication. The program also describes comprehensive approaches to emergent and early conventional literacy that move beyond skill acquisition to skill application in meaningful print-rich contexts. These recordings originally appeared in the June 2014 online conference "Improving Communication of People With Severe Disabilities: Interprofessional Strategies."

This program includes two recordings that discuss the concept of social validity as a way to promote meaningful outcomes for individuals with severe disabilities. Participants will explore how social validity assessments could provide a tool kit for developing effective and sustainable treatments. Participants will learn strategies for collaborative and person-centered assessment, goal setting, and intervention practices that promote socially valid outcomes for this client base by including the input of all stakeholders—including practitioners across professions as well as the individual him- or herself. These recordings originally appeared in the June 2014 online conference "Improving Communication of People With Severe Disabilities: Interprofessional Strategies."

This program includes three recordings that explore social cognitive links and treatment ideas to help promote both social skills and scholastic achievement—specifically reading comprehension and mastery of the Common Code State Standards. Participants will learn about ways to address the social perspective challenges that are characteristic of autism spectrum disorders when working on skills necessary to excel in reading comprehension and to master the CCSS. The program includes intervention suggestions based on evidence-based practices and literature, as well as demonstrations of activities for integrating CCSS and reading comprehension into students’ development of social skills. These recordings originally appeared in the 2014 online conference “Autism: Supporting Social Cognition in Schools.”

In this journal self-study, we’ll explore a variety of research on the assessment and treatment of individuals with acquired neurologic communication disorders that was presented at the 43rd Clinical Aphasiology Conference.

This program includes two recordings that discuss how technology can eliminate barriers to team-based professional collaboration. Explore technological tools and resources that professionals across disciplines can use to share detailed and complex information in an efficient manner—with each other as well as with clients and their families. Participants will gain information on digital curation, screencasting, flipped videos, and other tools, along with suggestions for free or low-cost resources and tips for applying them in educational and clinical settings. These recordings originally appeared in the June 2014 online conference "Improving Communication of People With Severe Disabilities: Interprofessional Strategies."

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$59.00

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Children with selective mutism are frequently difficult to assess because of their lack of verbal expression. Unlike some children on the autism spectrum, children with selective mutism are verbal in comfortable environments. Due to the nature of the disorder, SLPs can find it challenging to identify children with selective mutism as needing in-school support services. This eWorkshop presentation will provide assessment techniques using the DIRFloortime model as a foundation. Participants will learn to assess a child with selective mutism and write a clinical report.

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One of the greatest challenges in treating children with Selective Mutism (SM) is the complexity of their profile. This presentation will offer ways to support children with a diagnosis of selective mutism to help them become verbal and solidify any constrictions they may have developmentally. We will show how using the DIRFloortime Model to treat children with SM not only helps them start talking, but also supports their ability to climb the symbolic ladder. Strategies will be addressed to support common struggles that impact families of children with SM such as toileting, sleep, tantrums, and procrastination.

This issue of Perspectives first presents a clinical scenario of a preschool child who stutters and compares treatment approaches from two clinical perspectives (Palin Parent-Child Interaction Therapy and the Lidcombe Program). The next article discusses how stuttering is presented in online videos and why clinicians should be selective when using YouTube media portraying stuttering for clinical purposes. The final article discusses a successful post-graduate program to advance clinical skills in fluency.

Children with language disorders and/or social pragmatic disorders frequently have concomitant difficulties with executive control. This issue of Perspectives addresses some of the key academic and social challenges that children with executive function disorders face and provides a number of intervention strategies to support executive function development.

This issue of Perspectives focuses primarily on telepractice. The selection of papers provides you with information on the following topics: (1) barriers, including licensure, tele-ethics, basic definitions/equipment, and privacy security; (2) clinical aspects related to tele-AAC, including required and supplementary technology/equipment, resources and personnel needed, training and quality assurance, the range of synchronous and asynchronous tele-AAC services available, the infrastructure needed for each site, and client candidacy; (3) case studies and protocols involving typing for social and academic success; and (4) case studies for telepractice in AAC.

This issue of Perspectives has a theme of new developments in swallowing rehabilitation. Gary McCullough reviews the use of the Mendelsohn maneuver for improving upper esophageal function. John Rosenbek describes the conceptualization of tactile-thermal stimulation and its evolution in clinical practice. Sebastian Doeltgen explores the topic of noninvasive brain stimulation in swallowing rehabilitation. Chantal Lau presents modalities to facilitate oral feeding in healthy preterm infants. And Maggie-Lee Huckabee and Phoebe Macrae encourage clinicians to consider the rehabilitation of neurogenic dysphagia from differing treatment viewpoints.

This issue of Perspectives provides affiliates with the latest updates on implementing strategies to enable clinicians to actively engage in ongoing research, establishing the roles and responsibilities of interprofessional research team members, the importance of using patient-centered outcomes in voice research, the advantages and limitations of using national survey databases in research, and how basic science airflow studies can inform the treatment of unilateral vocal fold paralysis. This issue focuses on promoting the use of research to inform clinical practice in voice, with a special emphasis on methods of fostering and implementing scientific studies in clinical settings.

This program will focus on problem solving to facilitate safe, efficient, and developmentally appropriate feeding and swallowing in children from infancy to 10 years of age. Using the principles discussed in the program, along with case studies and examples, you will learn how to take a holistic approach to each child in systematically planning an appropriate intervention.

This issue of Perspectives honored the contributions of Mark Ylvisaker to the field of cognitive-communicative rehabilitation for individuals with traumatic brain injury. The four articles highlighted his influence on interprofessional learning for speech-language pathology students and professionals, and his groundbreaking role in promoting a paradigm shift in rehabilitation techniques for traumatic brain injury.

Children and adults with autism present with significant challenges related to social communication. This issue of Perspectives addressed some of the key areas of challenge individuals with autism face in communicating with others, and presented a number of intervention strategies to support social communication for this population.

One way to improve our clients’ communication is to help them improve their spelling skills. In this program, we’ll use writing samples from students struggling with written language and we’ll examine the potential causes of their spelling difficulties while analyzing common errors (e.g., phonemic, orthographic pattern, and morphological awareness). Following the analysis, we’ll develop goals and then consider and practice sample intervention strategies and activities that address the students’ specific linguistic deficiencies. Throughout the session, we’ll address the rationale for the SLP’s role in assessing and remediating spelling.

In this program, learn a step-by-step procedure for identifying students with dysphagia, while establishing safe feeding plans that utilize an interdisciplinary team comprising school personnel, parents, and physicians. In addition, you’ll learn how to establish therapeutic plans for students with swallowing and feeding disorders that range from monitoring and consultation to working with parents and physicians on transitioning to/from feeding tubes.

Telepractice enables a range of services to be offered at a distance through telecommunication and distance technology. There are numerous professional issues one must consider when engaging in this mode of service delivery. This issue of Perspectives on Telepractice incorporated a compilation of essential and useful information a practitioner might need to address some of the challenges encountered in the delivery of telepractice.

This issue of Perspectives provides affiliates with the latest updates on specific case studies illustrating how voice therapy telepractice can be utilized; suggested mobile applications to be used in conjunction with voice therapy; the latest research on the efficacy of telehealth in the treatment of voice; and the use of a competency checklist to assess graduate student skills in the area of voice disorders. This issue focuses on advancing trends in the clinical preparation of graduate students, as well as the increasing use of web-based and mobile health devices in patient care.

This issue of Perspectives discusses assessment and intervention of spelling difficulties in school-aged children. Recently developed tools for assessment and progress monitoring are presented. Additionally, strategies for supporting spelling growth are discussed

This issue of Perspectives provides a review of normal and abnormal cough function, information regarding treatment of dysphagia in the long-term care setting, treatment considerations for patients with dysphagia in receiving palliative care, and an update concerning oral and sensory processing in relation to dysphagia.

This issue of Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders focuses on motor speech disorders. The articles will review neurologic substrates for motor speech disorders with use of clinical observations of speech and non-speech characteristics that can aid the clinician in understanding the underlying neural deficit.

This issue of Perspectives focuses on the relationship between stuttering frequency and perceived severity ratings, the application of commitment therapy to stuttering treatment, teacher knowledge about stuttering and bullying and teasing, and the use of situation mapping for treating stuttering.

This issue includes papers addressing issues in cleft and craniofacial care. The papers address the controversy over use of oral motor exercises in children with VPI, instrumental assessment of velopharyngeal function, and a review of feeding and swallowing issues in children with cleft palate and other cleft related syndromes and disorders.

Wading through thousands of apps to find the appropriate ones that can be used in a treatment setting is a daunting task, especially for the busy clinician. This session will sift through applicable research and apps, saving clinicians both time and money.

Understanding the current research on the neurobiological basis of autism will provide the SLP with the knowledge needed to address questions from parents of children with ASD. We will discuss the progress being made on identifying early biomarkers for ASD, which may help the SLP in early identification of children at risk for ASD. We will also discuss what the neurobiology of ASD suggests about how individuals with ASD process information differently and how these differences can be accommodated by making changes in the environmental input controlled by the SLP.